Abstract
The instructional leadership function of School Management Teams (SMTs) in Gauteng
Province township high schools was examined throughout this study, with an emphasis
on the unique possibilities and contextual problems that these teams face. One of the
most crucial tactics for improving the calibre of instruction and learning and student
achievement was instructional leadership. Teaching and learning practices were mostly
shaped by the SMT principal, deputy principal, and department heads. The socioeconomic
circumstances, lack of resources, and significant employee turnover in the
township schools made it difficult to carry out leadership duties.
In order to better understand how SMTs functioned under these limitations to enhance
teacher development and student performance, the study used a qualitative, interpretivist
approach. Three broad areas of instructional leadership were modelled: creating the
school's mission, overseeing the curriculum, and creating a learning environment that is
as healthy as possible. Teachers and SMT members at the chosen township schools
participated in semi-structured interviews. The study discovered that although SMTs had
a strong desire to see learners succeed, their efforts were frequently thwarted by student
misconduct, big class sizes, and insufficient training. However, other SMTs replied with
creative strategies, including data-driven decision making and team professional
development programmes.
The study demonstrated that context-appropriate instructional leadership was necessary
in the township setting. Regardless of the resources available, effective SMTs tended to
give priority to curriculum coverage, teacher assistance, and progress tracking. This
implied that ongoing professional development and policy changes that are considerate
of the unique requirements of township schools are necessary. According to the study,
context-sensitive leadership styles and the ability to strike a balance between managerial
demands and relational and instructional competencies were also crucial.
Finally, by demonstrating the complex relationship between setting, leadership style, and
student achievement, the study added to the body of knowledge on educational
leadership in underdeveloped environments. It suggested that the establishment of
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specialised leadership training and SMT mentoring in township schools be considered by
the Department of Education. The capacity building of the SMTs would put the schools in
a better position to meet their learning objectives and close the achievement gap.